Instruction, Not Inclusion, Should Be the Central Issue in Special Education: An Alternative View from the USA

Kauffman, James M.; Badar, Jeanmarie

doi:10.9782/2159-4341-17.1.13

Cited by 97 publications

(45 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The most controversial issue currently regarding the education of children with special educational needs and disabilities (SEND) is that of inclusion (Farrell, ; Kauffman & Badar, ; Slee, ). Theories of inclusion and inclusive education have important implications for special education policies and practices in both developed and developing countries (Artiles et al., ; Singal & Muthukrishna, ).…”

mentioning

confidence: 99%

Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities

Hornby¹

2015

British J Special Edu

180

153

View full text Add to dashboard Cite

Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities.

show abstract

mentioning

confidence: 99%

Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities

Hornby¹

2015

British J Special Edu

180

153

View full text Add to dashboard Cite

show abstract

“…Kauffman (2012, 2013), Kauffman and Landrum (2009), Kauffman and Badar (2014b), and Zigmond and Kloo (2011) also noted that the arguments for a fundamental shift toward inclusion in the way we think of special education, plus misguided attempts to apply the civil rights arguments for nondisabled minority groups to the education of students with disabilities, have contributed to a shift in the attention of educators and policymakers from individuals to groups.…”

Section: The Issue Of Categories and The Nature Of Special Educationmentioning

confidence: 94%

Why Exceptionality Is More Important for Special Education than Exceptional Children

Kauffman

2015

Exceptionality

Self Cite

View full text Add to dashboard Cite

“…In the authors' opinion, more scientific research is needed to find out which types of schools are more effective for students with special educational needs. According to Kauffman & Badar (2014), it is wrong to state that education for disabled students does not differ from education for students who do not have disabilities or that special education does not require teachers' specific competencies. Florian (2013), Blanton, Pugach and Florian (2011) and other authors note that many teachers feel unprepared to educate students with special educational needs and do not want these students in their classes.…”

Section: The Overview Of Previous Researchmentioning

confidence: 99%

“…According to Kauffman & Badar (2014), special needs teachers must focus on the efficient development of specific academic and social abilities.…”

Section: 38 058mentioning

confidence: 99%

Education and Assessment of Learning Outcomes in Lithuanian Special Schools

Kaffemanienė

Melienė

Miltenienė

et al. 2018

SIE

View full text Add to dashboard Cite

The strategic aims of Lithuanian education orientate towards the development of inclusive education. However, in addition to mainstream schools, special schools still exist as well. In this context, future perspectives of special schools and their role in the inclusive education system has become a particularly relevant problem; therefore, it is important to analyse experiences of education in special schools.The aim of the study presented in the article is to analyse teachers’ opinion regarding special education and assessment of outcomes. The study was conducted in special schools of Lithuania, using a questionnaire method. Based on the data of the analysis of scientific literature sources, the ranking scale of variables (statements describing various dimensions of education and assessment of outcomes) was drawn up (respondents marked answers from 1 – strongly disagree to 5 – strongly agree).The results of the study show that teachers of special schools understand priorities of contemporary education. This is demonstrated by strong approval of statements about fostering of self-esteem, development of communication and problem-solving abilities of special school students; search for non-traditional forms of education; involvement of school community in education. Nevertheless, in the opinion of a considerable share of special school teachers, individual teaching and a traditional lesson are more effective compared with the variety of learning methods. In the opinion of many special school teachers, the purpose of special education is to cope with students’ disorders, and only specialized educational institutions can ensure quality individualised education. Respondents also noted certain shortcomings of education at special schools.

show abstract

Instruction, Not Inclusion, Should Be the Central Issue in Special Education: An Alternative View from the USA

Cited by 97 publications

References 12 publications

Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities

Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities

Why Exceptionality Is More Important for Special Education than Exceptional Children

Education and Assessment of Learning Outcomes in Lithuanian Special Schools

Contact Info

Product

Resources

About